Self-Directed Learning and its Impact on Students&#039; Attitude towards Learning

Ariel  Asparin,; Mary Grace  Maranguis,

Self-Directed Learning and its Impact on Students' Attitude towards Learning

Discipline: Education

Abstract:

The study aimed to assess the level of self-directed learning in terms of self-reflexivity, collaboration, and engagement. It also ascertained the level of students' attitudes towards learning in terms of communication and active listening. This study was conducted in Quezon, Bukidnon. The study's respondents were the Hundred Forty-nine (149) STE grade 7 students in Quezon Bukidnon Comprehensive National High School, Division of Bukidnon, during the School Year 2024-2025. Furthermore, it determined whether there was a significant association between the level of self-directed learning and students' attitudes towards learning. The results demonstrated a high level of self-directed learning regarding self-reflection, collaboration, and involvement. The study also found a high level of engagement in students' attitudes towards learning, particularly in the areas of communication and active listening. The findings show a considerable relationship between the amount of self-directed learning and students' attitudes toward learning, implying that as one improves, so does the other. The results show that self-directed learners have a more positive attitude toward learning, particularly in the areas of communication and active listening. As a result, the null hypothesis, which predicted no significant association between these factors, was rejected. These findings emphasize the necessity of developing self-directed learning skills to improve students' general attitudes and involvement in the learning process. These findings suggest that teachers can be trained to identify and implement specific interventions or instructional strategies that promote students' self-directed learning, particularly self-reflexivity, collaboration, and engagement.

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